Significance and Dialogue in Learning and Teaching

Autor/inn/en	Metcalfe, Andrew; Game, Ann
Titel	Significance and Dialogue in Learning and Teaching
Quelle	In: Educational Theory, 58 (2008) 3, S.343-356 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2008.00292.x
Schlagwörter	Stellungnahme; Teacher Role; Educational Philosophy; Educational Theories; Self Concept; Interpersonal Relationship; Interviews; Classroom Environment; Student Role; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehrerrolle; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Ausland; Australien
Abstract	In this essay Andrew Metcalfe and Ann Game argue that although the term "dialogue" is commonly used in educational theory, its full significance is diluted if it is seen as a matter of exchange or negotiation of prior positions and identities. As a meeting point, they argue, dialogue suspends the senses of time, space, and ontology on which identities are based. It is therefore not simply metaphorical to say that dialogue changes lives and opens minds. Using empirical material from interviews with Australian students and teachers, Metcalfe and Game draw out the relational qualities of genuine dialogue and the significance they have for how we understand everyday classroom life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10